I have a very definite conviction that, at any financial cost, we should provide thru the school for the physical as well as for the psychical and the moral development of the child. This is not to take the place of the home--merely to supplement the work of the majority of homes. Only thus can we adequately educate all. I believe, too, that in any scientific view of the educational process the sense organs are paramount in importance, and therefore urge their care and training.

al management of education since, during the war, it did not entrust its educational war program into the hands of the National Bureau of Education. It did have the War Department and the Navy Department and the Treasury Department manage their respective phases of war activities. Why was not the Department of Education called on to direct the educational work? Had it been, the S. A. T. C. fiasco, as well as some other blunders, would doubtless have been avoided. But the thought (or was it the lack of thought?) must have been that most anybody outside of the teaching profession would know better how to get educational results than any one from within. A similar point of view is generally discernible in the election of boards of education in towns and cities thruout the country--any one is satisfactory save those who know definitely what should be going on inside of the school house.

Perhaps all this was to be expected. I rather think so. But I confess to surprise when I find such criticism being echoed